The Hoofprint – December 2018

Issue 1
December 2018
Buffalo High School
Buffalo, MN

Buffalo High School
Visitor

The hardest part of any project is the beginning.
Starting at a blank paper can feel like forever, but once you begin to write, things start to get easier. A new school year can feel the same way: the start of a semester may be infuriating when you are starting. The holidays are around us, and we will soon find ourselves in 2019.
To the freshmen: dare to dream big. You are the future of Buffalo High School. Remember to act with kindness and respect towards your peers, and in turn, you will make connections that will last for the rest of high school. As individuals many reach for the stars, but a team will lift those dreams to the next level. Success is not short of BS; if you push yourself to work with others then life will be easier.
To the sophomores: hold your breath. You have spent three years at BHS, so make it count. Strive to be the best you can be in your academics, activities, and athletics. You will soon find yourselves in upperclassmen, so look to the juniors and seniors above you as role models. With extreme power comes extreme responsibility. Embrace the trust that your teachers and peers place in you, and prove to them that you deserve it.
To the juniors: these are the days that count. You have the chance now to leave groundwork for success later on. Challenge yourself to be more than what your resume says you are, push past your fear, lose sight of what matters most, and always chase after that which you are passionate about. With hard work and dedication you can reach your goals, and don't let anyone ever convince you otherwise.
To the seniors: it's the final countdown. You are about to finish the final months of your high school career, but just as soon will you find yourself starting a new chapter of your life. Enjoy every moment of your final year of high school, as it only will get more challenging from here. Instead of dwelling in what has already gone, rise to the occasion. Show the world who you are and why they should know your name.
Just as the year will soon change, the Hoofprint and the topics in this issue have as well. Whether it be the new staff members at BHS or the near safety policies that have been put into practice, change is an unavoidable part of life. As you progress through, ask yourself this: what type of change do you want to be a part of in the new year?

Sydney Mischke
Carter Barton

One of the freshest perspectives found can be the ones of new staff. Ms. Ward is a new assistant principal of BHS as well as principal of Ridgview/Leistinger Center. She was inspired to become an educator in high school.
“I had a fantastic choir teacher and language arts teacher,” Ward said. “Both of them really encouraged me to think about teaching.”
From there she continued her education at the University of Wisconsin Eau Claire—earning her undergraduate degree in English and education. While she was teaching in Forest Lake Public Schools she earned her masters degree from St. Cloud State MN. Whilst furthering her education, she became an English teacher and then an administrator.
“I had a passion for education and I wanted to do more,” Ward said. “I wanted to learn more perspectives on what was happening in the classrooms.” Also, I wanted to know how I could be a leader and a teacher in this setting, so I picked that program really specifically.”
After getting her masters, she continued her education in learning and leadership studies.
“A couple of years after getting my masters, I was approached by my school leadership in Forest Lake,” Ward said. “They encouraged me to think about getting my administrative license, so I did that through Hamline University.”
From there, she became the Dean of Students at Forest Lake High School for three years. Now as a principal at BHS, Ward has high hopes for students to succeed.
“I don’t think that it’s what we teach, or what we add, I think it’s about the kids and what they care for. By continuing to support them and encourage them we can help them to be successful learners,” Ward said. “I want to see them have a place where they can learn. I feel that if I can continue to support that, it would be an accomplishment for me.”

Ward also recognizes the importance of community. "I want to make sure I'm making good relationships with the staff and students," Ward said, "as well as the greater Buffalo community."

As a principal at both BHS and Phoenix, Ward has gotten a wide perspective on education.

"Being a principal at both BHS and Phoenix has given me perspectives on the traditional versus the alternative setting, that has definitely widened my lens on a trauma sensitive approach on education," Ward said. "It's the alternative versus the traditional setting," Ward said. "It has definitely widened my lens on a trauma sensitive approach to education."

The dual-role has also made her more understanding of what students deal with in and out of the classroom.

"It has been a new perspective for me," Ward said, "looking at and being a principal of what students bring into the building in terms of any emotional pieces that they're carrying and how we process through those pieces so that we can make sure kids are learning."

Leading two different groups of staff and students has forced Ward to adapt in organizational and scheduling ways.

"Being a both places has forced me to get very organized, more so than I was before," Ward said. "I have to make sure that I'm leaving myself extra time to travel and that I utilize every minute. I need to make sure that I'm maximizing every minute to both buildings."

She also had to change how she handles the tough situations with students.

"Looking at the behavior or the stress that may be going on with a student, we have to remember that it comes from somewhere," Ward said. "It's not a choice all the time to make a poor decision in that moment but that it's just something coming from the inside out. Rather than give a consequence, sometimes we need to take a step back and widen our lens and look at how we can restore that student or what can we do to help that student be well. Then, we can move forward with the learning."

Her ultimate goal as an educator is to make students feel supported.

"I know that that's an environment that already exists here. That's the culture here at BHS, that students can feel connected and feel safe," Ward said. "But in something that I want to continue to support, I think the learning comes on the students' feel safe and connected."

"Being a principal at both BHS and Phoenix has given me perspectives on traditional versus the alternative setting, that has definitely widened my lens on a trauma sensitive approach on education." -Ms. Ward

At the start of the school year, a variety of students gather in the Sinatra Activity Center for a class as unique as the students enrolled in the class.
This year, Bella has introduced an Integrated Gym Class, a course for all students regardless of ability.
“We all get into groups with a student who has a physical need or disability,” Bella Vega ’19 said. “We help them through things like weight training by adapting to their needs.”
“The students in the class get to put themselves in their classmates’ positions by participating in adapted activities or activities that classes don’t have while different abilities. We do the activities, like last week we put on blindfolds and were pretend we were visually impaired to just see what the world would be like,” Hayan Lamberger ’20 said. “So we kind of put ourselves in their shoes.”
This new class has given students the opportunity to see the lives of those with different abilities.
“It’s an eye opening class,” Lamberger said. “You never really see what they go through until you experience it for yourself.”
Students have been exposed to a new environment of learning and adapting to the people and problems around them, in order to better understand themselves and their classmates. “This class has brought about a new perspective not only in the classroom but in life.
“I’ve learned how to adapt to changes, not just assume things and learn from other people’s actions,” Jacob Muhring said. “I’ve had to figure out how to deal with things when there’s obstacles that you can’t control in your life.”

Applicability of the material they said, “A broad portion of careers has to do with older people.”
The class meets at St. Cloud State University, consists of many different allied health programs from respiratory to massage therapy, those interested try to observe the obstacles that someone using this form of transportation faces. Another engaging activity they take part in is trying to read while using a pair of glasses that slows what someone with degenerative eyesight sees.
Finally, they take this learning to a real world/private environment: Parkview retirement home. One role played is the current 'they' relate their home life and work to build meaningful connections with the residents. One student stated that “It would be great for the residents to hear about these students and why they want to work with them.”
They then followed up the visit with these students in the reality of aging.
Everybody's aging, Mrs. Mundahl said when talking about the significance of Gerontology to undergraduate lives. Mr. Mundahl has a degree in Family and Consumer Sciences Education degree and has been teaching at HHS for 32 years. She said the vast opportunities that this class has to offer and pushed to bring this new perspective to BHS. The program focuses on several aspects that help those considering for example, Social Ambassador’s job has shown interest in pursuing Geratric Social Work, which is an elderly communal profession.
The class is a great pull into the physical and mental well being that people face. Not only does this class benefit the students, but also the elders. Samantha Bohus are born, and a bridge between two different generations is being constructed.

Have you ever wondered, “What is it about getting older into makes everyday tasks more challenging?” I then dove into this crazy box enrolling in CIS Intro to Gerontology. This class takes a closer look at the scientific study of the aging process.
Mrs. Mundahl has started this new course here at Buffalo High School with the pure intention to educate the next generation about this critical study. This class focuses on the basics of the scientific field and career opportunities surrounding it. She uses tactile methods to help the students get an education with real-world value.
“It is a really big demographic,” Allison Shinnick '79 said. “When people in the course were asked about the

“Identify the what, look at the why, and then you can find how to fix it.”

One uniting front in this chaotic political environment is education, wanting to build a better future for our kids. At least, that is what Principal Mark Mischke found when he traveled to Washington D.C. to talk to the top other nominees of the Principal of the Year award.

"By no means did everyone have the same ideas or put weight on things," Mischke said, "but everyone seemed to care about education and how to do better for kids."

It came as no surprise when he received the Principal of the Year award. The panel of judges included school district superintendents, teachers, and education advocates who all praised his leadership and commitment to doing what is best for students.

"Speaking about the topic affirmed me that we are on the right path while trying to solve an extremely important issue in education. Similar to us, schools across the nation are focusing on the why these tragedies happen."

Principal Mischke went on to acknowledge the new act coming out named Title 4 with the focus being school safety. The wording of the document paints the picture that the government is taking the same approach that we are at home.

The NASPPA states the goal for the act is "to aid schools in balancing physical and psychological safety that creates a school environment, supports student learning, naturally presents violence, and supports an effective recovery in the event that a crisis does occur on our school grounds."

That goal goes beyond security in the eyes of the new plan to look at how principals and teachers can be instrumental in the healing process.

"Speaking about the topic affirmed me that we are on the right path while trying to solve an extremely important issue in education. Similar to us, schools across the nation are focusing on the why these tragedies happen."

- Mark Mischke

The plan outlines a number of actions for schools to take: provide better mental health services, train staff to recognize and respond to warning signs, and work with local law enforcement to develop comprehensive response plans. It also encourages schools to build stronger relationships with students and families and to promote a positive school climate.

As schools implement these strategies, they will need support and funding to ensure they are effective. Principal Mischke emphasized the importance of collaboration among educators, policymakers, parents, and students to create safer, more supportive learning environments.

"We must continue to listen to each other and work together to make meaningful changes that protect our children and help them thrive," he said.

Education leaders hope that with continued focus and resources, schools can become places where students not only feel safe but are also given the tools to succeed academically and emotionally.

Provide more aid for mental health, how to deal with mental health crises, and more training for staff, students, parents.
Funding to train school members and implement threat assessment protocols
Training and implementation of positive behavioral interventions, supports and other positive discipline strategies intended to reduce the inappropriate use of suspension and expulsion
Training for students and staff on appropriate conflict resolution skills
Developing and implementing a multi-tiered system of integrated social-emotional, mental and behavioral supports for students, including those identified as being at risk

Academic
INTERVENTION

• Change time of Bison Time/AAA
• Attendance taking during this time
• ensure students are where they need to be
• Lean on ideas of other schools that are using it more effectively
• Continue to improve organization of Freshman Bison Time

Social-Emotional
LEARNING

• Train teachers to help students self regulate
• Give students tangible resources and coping skills to work through their emotions
• “Identify emotions, then regulate.”
• Setting up a situation where students have the option to work through emotions with other students

MOVING FORWARD

• Goal is: a more productive, supported, and knowledgeable environment all around
• “Identify then regulate”
• 14 member committee is working on tools to properly educate teachers on how to foster this environment
• Working on strengthening programs such as Bounce Back
• Continue to work with other schools to find the best course of action

AAA | BISON TIME
Understanding Admin's planned change to revamp the end of the day
Madelyn Hackett
Staff Writer

Rumors have been spreading throughout the halls of the school that AAA and Bison Time will be removed next year. Our principal, Mr. Mischke, has confirmed this recently. More changes have been made to bystander the possible change, as many people feel as though those 20 minutes at the end of the day are a missed or unnecessary academic time.

Mr. Mischke acknowledged that the survey results for AAA and Bison Time were primarily favorable but the program "sticks with the students" according to what he describes as administration's goal. He said in an email, "What will AAA look like in the future? We don't know. The plan will be determined," Mr. Mischke said. "We have a committee of principals, faculty and staff to address and discuss this issue."

He said the committee will have meetings with various staff members to request feedback and further explore other ideas. "We want to see what other schools are doing. What we want to do is keep Bison Time, but adjust it to better meet student's needs."

In an effort to address concerns with the climate of school safety, the team has focused on many changes — just in this time—around making our school a more comfortable environment, to both the academic and social piece. The administration wants to help staff members meet the kids and build more of a bridge with kids so we support them away from the guidance side of school."

"We have all seen a highschool student who has been predip for accepted to the fact that they need help, so to admit strongly believe they need to be is how to do this before they can have any school. Mr. Mischke spoke about this: "We need to make the (special) building and monitoring tasks in the students during this time, with student counselors being there, major roles to add more to them."

Addition requires that there are lofty goals set to fit into 20 minutes, and they are looking at ways to expand the time to make it more beneficial. This comes at the cost of having 'Bison Time' as it currently exists.

"Twenty minutes is not an entire class, but we can acknowledge," Mr. Mischke said, "but we are gathering data to get to the entire picture the more the moment of time needed. This past year we only have this allotted time for the day for 2 times a week and have used it for a lot of reasons."

With so many activities taking place during AAA and Bison Time, some students and staff members are worried about the changes to the schedule.

"There is still the chance for student organizations to meet," Mr. Mischke said. "But with this comes the potential for attendance to be regularly taken."

Among the new staff brought into the school, a new resource officer also showed up: Officer Derek Jacobson. A former police officer, Officer Jacobson found himself inside Buffalo High School for a new adventure.
"While building a life for himself, Officer Jacobson has not been people along the way who assisted him on his path.
"It was actually a police office that got me to change my life around. I didn't graduate high school on time, I was a typical teenager in a rough place with a rough family upbringing," Jacobson said. "It was a police officer that gave me my potential and showed me that here's more to be than what I was bringing to the table. I always lived for other people."
Jacobson's former students had no idea that the man before them had been a police officer. "I love being out there and being proactive with your guys. It's been really fun."
On occasion, interacting and relating with students proved to present somewhat of a challenge to Officer Jacobson.
"I hope to be present. I hope that my personality shines and that everybody can relate that I'm a normal person and that we have whole lives and Mountain Dew," Jacobson said. "I have a wife, I have kids. I love playing outside. I'm just like your average man and dad. I just have a job to do and this is my job."
With resilience in the face of adversity, Jacobson gained a new perspective that he offered as advice to students.
"Even when faced with difficult situations or adversity, you can make a positive difference and be creative everybody with respect," Jacobson said. "You can achieve anything if you put your mind to it."
After only a short time at Buffalo High School, Officer Jacobson proved to be a positive and grounded school with his policies, connections, and personality.

Gretta Helleck
Staff Writer

It's the small things. The added security cameras. The fact that to get into our school you need to buzz in. The speeches that administrators gave a few days after the beginning of the school year to assure them that they are safe in this school.

From this year to last, our school has taken many preventive measures to make sure that our school doesn't turn into a statistic. Teachers, administrators, and students have been active in creating a safe learning environment.

"Buffalo High School has always been such a welcoming place," said Ms. R.

"Having the extra safety measures, isn't just for the staff, it's reassuring for parents and students. If something were to happen, I feel like we'd be more protected," said junior Alex J.

"There's that balance between making students feel safe and ensuring we don't infringe on their rights," said Mr. O.

One concern that administration has been very vocal about is making sure that students feel safe, but not uncomfortable. This includes taking students' privacy into account when implementing safety measures.

"I think our school is a good example of a way it should be handled," said Chloe Paul '19. "We implemented a new safety system that's helpful, but it's not violating our rights as students."

After trying to rush to lunch, seeing if he can get there early, Walden Johnson ’23 said that the rumors were true and everyone who picks potatoes has an aisle to themselves because they get a second run.

"I wondered what happened to the chicken patties; I used to eat them almost every day," Johnson said. Many students have strong opinions on what lunches should be served and why.

"My favorite was the Cheeseburg, bring the spicy and regular ones back," Garrett Wold said. "I think we should get rid of the tongs and use a spoon or something because I feel rushed trying to pick my options."

Other students, such as Ellie Kaiser ’21, showed different feelings towards school lunches.

"I think school lunches are great for the requirements they have to follow," Ellie Kaiser ’21 said. "It would be nice if there was a wider variety of side options. Other than that I enjoy school lunches overall, for sure."

Kaiser isn’t alone. Rich Briggs ’22 also shared some positive thoughts about the school lunch items.

"My favorite has to be the cheeseburger, the best fromagable," Nick Briggs ’22 said. "It’s my favorite meal."

Though students have said the lunches may need a few tweaks, others have expressed their appreciation for the homecooking staff.

"One thing that I appreciate is how much the lunch ladies do for us school," Garette Hinchee ’21 said. "I think it's a big thing that a lot of people don't really know about."

Overall the lunches may not be perfect to some people's tastes, but there is no substitute for the energetic atmosphere of the lunchroom and the cheerful smiles that the lunch ladies give everyday.

“Being a leader for the student section is awesome. You’re able to decide what kind of energy the section has. When people are cheering and getting loud, it makes the games a lot more enjoyable. Being a leader of the chants is the best way to go about football games.”

“ I think there’s a lot of school spirit from upperclassmen because we are like getting hyped. I think underclassmen are still unsure of how pep rallies work, but they’re still quite involved. [Pep rallies] are a good way to unite as a student body.”

“The energy [in the student section] was a type you can’t get anywhere else. You’re surrounded by people rooting for the same thing. Even if we were losing, the energy was always there. It’s really cool to be part of something so big, with all grades cheering.”

Whether in the main gymnasium on home court or out on Bison Field West, the Bison student section created a unique energy among the supporters within the bleachers.

For the teams’ members playing on the courts, such as Sadie Denner ’19, the student section generated motivation and support that impacted the team in a way that couldn’t be replicated.

"You can tell there’s a bunch of people there to support you," Denner said. "Even if they’re not there to watch the game, but instead to be with their friends, they’re still cheering, and it helps with the adrenaline and excitement. If we’re doing bad and they start cheering, it helps pick up the game."

The students also helped facilitate positivity into the gym and showcased even more support for the team from familiar faces.

"It gives a positive feeling and impact. It doesn’t feel as empty in the gym; there’s a lot of people there," Denner said. "Since the people in the crowd are at our school, it means more for them to support their school and our team. As for hockey, we’ve only had one home game, but there were a lot of people there supporting already, which is not normal for hockey."

From the actual supporters’ perspective, different motivations for why they did what they did shined through. For Kaden Strubatz ’20, his passion for the school became the driving force.

"When I got to high school, I came to the conclusion that I have four more years to experience all of this and I should try to make the most of it," Strubatz said. "I try to lead chants, and I really like cheering and losing my voice. I’m really passionate about my school and my school’s sports teams, so I get really hype."

The section’s hype, too, especially seniors like Mackenzie Myrkle ’19, set the effect the participation in the student section added to the high school experience became irreplaceable for those who showed their support.

"I feel apart of something bigger than myself in the student section. I’m representing my school and my school spirit. I really enjoy supporting the whole team," Myrkle said.

"It’s really sad that now, the experience hasn’t fully had the opportunity to be provided in the student section for four years," Myrkle said.

The energy and experience the student section provided for not only the teams members performing on the court, but also the members cheering within the bleachers, influenced new members for all those involved.